Good+Egg,+Bad+Egg

Julie Johnson Circle Middle School SCKWP Teacher Demo 7/19/06


 * Good Egg or Bad Egg? A “Pumped Up” Lesson on Ideas**

STANDARDS 1. Uses (1) personal experience (2) observations (3)prior knowledge in written text. 2. Clearly defines the main idea with selection of relevant details from a variety of sources.
 * Standard 1 – Writing: The students write effectively for a variety of audiences, purposes, and contexts.**
 * text using the writing process.**

GOALS (Instructional/Learning Objectives) Students will analyze the difference between “good eggs” and “bad eggs” Students will practice grading sample papers on the 6-Trait scale for ideas Students will revise sentences for ideas, adding good eggs and pumping up the paragraph

THEORY Vicki Spandel, author of //Creating Writers through 6-Trait Writing Assessment and Instruction// states that “focused lessons allow students to tackle writing one bit at a time” (p. 176). She also believes that students need to be assessors. They must be asked to discuss anonymous student writers; through this process they will become more reflective. The following demonstration uses the above research theory as well as involve multiple intelligences (kinesthetic—egg hunt, visual—overhead of sample pieces, interpersonal—rewrite story together, intrapersonal—think of score for piece on own, reflect on own writing). By using the RoundTable Kagan cooperative learning structure, equal participation will result during the “Pumped Up Paragraph” activity.

RATIONALE My 7th grade students use many general statements in their writing. Their papers tend to lack detail and interest. The activities that follow will assist students in thinking about hunting for interesting details that not everyone else thinks of. Students will also be given the opportunity to revise sentences from a poor paper (a 2 on the 6-Trait scale for ideas) into a strong piece by adding detail. Participating in the “Pump up the Paragraph” activity with a group allows students to work, talk, plan, and learn together. This allows students to come up with more ways to revise than if they were working alone. The fact that the piece is not their own allows them freedom in revision.

AGENDA Good Egg, Bad Egg Hunt and discussion Grade sample paper Pump up the Paragraph and sharing __Focus (15 min)__ Tell students, “When I go to the store to buy eggs, I always have to check the carton. Many times, the first carton I open has a cracked egg, a bad egg. I have to search for the good ones. The same is true with writing. It is easy to write general statements like ‘sharks swim in the water’ but that isn’t powerful writing; that statement is a bad egg—everyone knows that! I have to really search for the good eggs because they are hidden and have to be hunted for. A statement like ‘sharks cannot blink or cry’ is much more interesting. There are eggs hidden around the room. Your team is going to go on a “Good Egg, Bad Egg” hunt. Inside each egg is a slip of paper with a statement about sharks. You will be deciding if the statement is good or bad.”

Explain the following to students: Good Egg, Bad Egg Hunt Directions
 * Students are divided into groups of 3-4
 * Students are each assigned a number (in my classroom, this set-up is already in place)
 * Number one will WALK around the room, find an egg, and bring it to the team
 * Number one opens the egg, reads the slip, and as a team it is decided if it is a “good egg” or a “bad egg” (ie—is it a good detail that not everyone would think of or a bad, common detail)
 * Number one gets up and places the egg in the appropriate container.
 * Number two repeats the process and so forth
 * If a student runs, he/she must walk back to the desk and try again (wastes time to hunt!)
 * After all the eggs have been found, ask a volunteer to come help go through the eggs. Class will give a thumbs up if they agree, down if disagree.

__Main Activity (15 minutes)__
 * Ask students to get out their 6-Trait writing rubrics.
 * Review criteria for ideas. Make sure students understand scoring guide well.
 * Show sample papers on overhead, one weak, one strong
 * Read through the weak piece. As you read, ask students to be thinking what score they would give that piece if they were the teacher.
 * Have students discuss with shoulder partner.
 * Hold up fingers to represent scores.
 * Discuss SPECIFIC reasons (this must be taught; students need to be trained) and try to bring the class score within one point difference. What would make it stronger? What is missing?
 * Ask for suggestions (especially with weak piece) of what might be done to revise this piece of writng so that it would receive a four or five in ideas.

__Main Activity—Pump up the Paragraph (40 minutes)__
 * Model how to pump up a paragraph with the class using the first sentence.
 * Students will work with groups of three or four
 * Discuss Round Table exercise. One piece of paper, one pen. First person writes down idea, passes the paper and pencil to next partner, etc. The group can discuss ideas together, but the person with the pencil does the writing. This technique ensures equal participation.
 * Divide up the paragraph. Give students liberty to add any detail. Start with brainstorming—make sure your audience can picture the scene. You should end with a page (or more!)
 * Go around the room and share the piece.
 * To continue this process, ask students to choose a piece of work and revise it for ideas.

__Assessment__ Formative—note student understanding through discussions, small group work Grade revised, pumped up paragraph on 6-Trait scale for ideas.

__Resource __Spandel, Vicki (2005). //Creating writers through 6-trait writing assessment and instruction// (4th edition). New York, NY: Pearson Education.

__Materials__ Plastic eggs Basket Egg carton Shark facts Overhead and prepared overhead of sample papers Pencil, paper

__Adaptations across the content areas__ BIOLOGY—Write about how species adapt to environmental factors and emphasize clear ideas and organization.

GEOMETRY—Ask students to figure out how many different ways rectangular shapes can be combined to create a design for a one-story building. Write an explanation of each step. Focus on clarity of ideas, organization (steps in order), and word choice (correct terminology).

Spandel (p. 262-263)

__Pump up the Paragraph__


 * The Concert**

A big crowd of kids had been waiting in the theatre for a long time for the band to start the show. They got bored and started to cause trouble. The curtain was open, and the audience could see the stage, which had a lot of equipment on it and a screen behind the equipment. Finally, the band came onto the stage. Their appearance was outrageous. The audience reacted wildly seeing them. The band started playing very loud music and their behavior on the stage got out of hand. The audience got out of hand too. The police had to come and break up the concert.


 * 6 Trait Scoring Guide for Ideas**

5 My paper is clear, focused, and filled with details not everyone knows. · You can tell I know a lot about this topic. · My writing is full of interesting tidbits, but it doesn’t overwhelm you · I can sum up my main point in one sentence. · When you start reading, you won’t want to stop. · You can picture what I’m talking about. I show things happening; I don’t just tell them.

3 Even though my writing grabs your attention here and there, it could use

some spicy details. · I know just enough about this topic—more information would make it more interesting. · Some details are things most people already know · My topic is too big or too skimpy · It’s hard to picture what I’m talking about. · I’m afraid my reader will get bored and go raid the refrigerator.

1 I’m still figuring out what I want to say · I need a LOT more information before I’m really ready to write. · I’m still thinking on paper. What’s my idea? Beats me. · I’m not sure anyone reading this could picture anything. · Could I sum this up in one clear sentence? No way!

//Spandel, Vicki (2005). Creating writers through 6-trait writing assessment and instruction (4th edition).// //New York////,// //NY////: Pearson Education.//